Math 6 Curriculum Guide rev.2016

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
August 2016
K to 12 Curriculum Guide
MATHEMATICS
(Grade 6)
Educational ProjamsEducational ProjamsEducational ProjamsEducational Projams

K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide August 2016 Page 2 of 257
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
Figure 1.The Conceptual Framework of Mathematics Education

CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics
as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem Solving.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a
problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and
attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modelling; representing and
communicating; conjecturing, reasoning, proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and
computers, smart phones and tablet PCs, and the Internet.
We define context as a locale, situation, or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and
problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s prior knowledge and
experiences.

The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning, Constructivism,
Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.
Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential Learning theory defines learning
as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience"
(Kolb, 1984, p. 41). Situated Learning, theorized by Lave and Wenger, is learning in the same context in which concepts and theories are applied.
Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning occurs when
learners are able to think about their experiences and process these, allowing them the opportunity to make sense of and derive meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect them to new
ideas.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery Learning and Inquiry-based Learning
(Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships, and concepts.

BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science
and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.
Numbers and Number Sense as a strand include concepts of numbers, properties, operations, estimation, and their applications.
Measurement as a strand includes the use of numbers and measures to describe, understand, and compare mathematical and concrete objects. It focuses on
attributes such as length, mass and weight, capacity, time, money, and temperature, as well as applications involving perimeter, area, surface area, volume, and angle
measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning, and geometric modelling and
proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It includes the use of algebraic notations and
symbols, equations, and most importantly, functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables, and graphs; understanding, analyzing and
interpreting data; dealing with uncertainty; and making predictions about outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it pro vides necessary concepts and life
skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of the Philippines.

LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied - using appropriate
technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
KEY STAGE STANDARDS:
K – 3 4 – 6 7 – 10
At the end of Grade 3, the learner demonstrates
understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers up
to 10,000 and the four fundamental operations including
money, ordinal numbers up to 100th
, basic concepts of
fractions); measurement (time, length, mass, capacity,
area of square and rectangle); geometry (2-dimensional
and 3-dimensional objects, lines, symmetry, and
tessellation); patterns and algebra (continuous and
repeating patterns and number sentences); statistics and
probability (data collection and representation in tables,
pictographs and bar graphs and outcomes)as applied -
using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
At the end of Grade 6, the learner demonstrates
understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers,
number theory, fractions, decimals, ratio and proportion,
percent, and integers);measurement (time, speed,
perimeter, circumference and area of plane figures,
volume and surface area of solid/space figures,
temperature and meter reading); geometry (parallel and
perpendicular lines, angles, triangles, quadrilaterals,
polygons, circles, and solid figures); patterns and algebra
(continuous and repeating patterns, number sentences,
sequences, and simple equations); statistics and
probability (bar graphs, line graphs and pie graphs,
simple experiment, and experimental probability) as
applied -using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making
At the end of grade 10, the learner
demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense
(sets and real numbers); measurement (conversion of
units); patterns and algebra (linear equations and
inequalities in one and two variables, linear functions,
systems of linear equations, and inequalities in two
variables, exponents and radicals, quadratic equations,
inequalities, functions, polynomials, and polynomial
equations and functions); geometry (polygons, axiomatic
structure of geometry, triangle congruence, inequality
and similarity, and basic trigonometry);statistics and
probability (measures of central tendency, variability and
position; combinatorics and probability) as applied - using
appropriate technology - in critical thinking, problem
solving, communicating, reasoning, making connections,
representations, and decisions in real life.

GRADE LEVEL STANDARDS:
GRADE LEVEL GRADE LEVEL STANDARDS
K
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20,
basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and number
pairs); measurement (time, location, non-standard measures of length, mass and capacity); and statistics and probability (data collection and tables)
as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
GRADE 1
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100,
ordinal numbers up to 10th
, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3-
dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, non-standard measures
of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
GRADE 2
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1
000, ordinal numbers up to 20th
, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic
shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length,
mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
GRADE 3
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
10 000; ordinal numbers up to 100th
; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions; and
similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns
and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and probability
(tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
GRADE 4
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and subtraction of fractions, and basic
concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous and repeating
patterns and number sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and simple
experiments) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
GRADE 5 The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to

GRADE LEVEL GRADE LEVEL STANDARDS
10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent); geometry (polygons,
circles, solid figures); patterns and algebra (sequence and number sentences); measurement (time, circumference, area, volume, and temperature);
and statistics and probability (tables, line graphs and experimental probability) as applied - using appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making connections, representations, and decisions in real life.
GRADE 6
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (divisibility, order of
operations, fractions and decimals including money, ratio and proportion, percent, integers); geometry (plane and solid figures); patterns and algebra
(sequence, expression, and equation); measurement (rate, speed, area, surface area, volume, and meter reading); and statistics and probability
(tables, pie graphs, and experimental and theoretical probability) as applied - using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and decisions in real life.
GRADE 7
The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number system); measurement
(conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real numbers as applied in linear equations and
inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and presentation, and measures
of central tendency and variability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
GRADE 8
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of
geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple
events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
GRADE 9
The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
trigonometry) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
GRADE 10
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial
equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and
measures of position) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,

Daily 50 min 50 min 50 min 50 min 50 min 50 min
Weekly 4 hours 4 hours 4 hours 4 hours
Time Allotment:
Grade 1 2 3 4 5 6 7 8 9 10

GRADE 6
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
The learner… The learner… The learner…
Grade 6- FIRST QUARTER
Numbers and
Number
Sense
demonstrates
understanding of the
four fundamental
operations involving
fractions and decimals.
is able to apply the four
fundamental operations
involving fractions and
decimals in
mathematical problems
and real-life situations.
1. adds and subtracts simple
fractions and mixed numbers
without or with regrouping.
M6NS-Ia-86
1. Lesson Guide in Elem.
Math Gr. 6 p. 203,
207, 212, 216, 219,
223
2. DLP Gr. 6 Module 31,
32
3. BEAM LG Gr. 6
Module 8A
4. MISOSA Modules Gr.5
and 6– Subtraction of
Mixed Numbers
5. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
193-211
6. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
203-227
7. Proded Math. 33A:
Adding and
Subtracting Similar
Fractions
8. Proded Math. 33C:
Add and Subtract
Mixed Numbers
(Similar Fractions)
9. Proded Math. 34-A,
34-B & 34-C: Adding
Dissimilar Fractions
10. Mathematics for
Everyone Grade 5.

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2000. pp. 94-95*
11. Lesson Guide in
Elem. Mathematics
Grade 6. 2012. pp.
203-227
12. Proded Math. III-A:
Adding and
Subtracting Similar
Fractions
13. Proded Math. III-B:
Add and Subtract
Fractions and Wholes
14. Proded Math. III-C:
Add and Subtract
Mixed Numbers
2. solves routine and non-routine
problems involving addition
and/or subtraction of fractions
using appropriate problem
solving strategies and tools.
M6NS-Ia-
87.3
Math Gr. 6 p.232
2. BEAM LG Gr. 6
Module 8B
3. MISOSA Module Gr.6
–Word Problems on
Subtraction of
Fractions
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
219-221
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
232-237
6. Mathematics for
Everyone Grade 5.
2000. pp. 96-97, 106-
109*

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
Mathematics Grade 6.
2012. pp. 232-237
8. NFE Accreditation and
Equivalency Learning
Material. Addition and
Subtraction of a
Fraction. 1998. pp.
18-25
3. creates problems (with
reasonable answers) involving
addition and/or subtraction of
fractions.
M6NS-Ia-
88.3
4. multiplies simple fractions and
mixed fractions.
M6NS-Ib-
90.2
Math Gr. 5 p.203,
209, Gr. 6 p. 237, 250
26, Gr. 6 Module 35
3. BEAM LG Gr. 5
Module 9, Gr. 6
Module 9
and 6– Multiplication
of Mixed Numbers
and Fractions
5. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
234-237
6. Mathematics for
Everyday Use Grade
6. 1999. pp. 124-126*
7. Mathematics for
Everyone Grade 5.
2000. pp 118-119

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2012. pp. 196-213
2012. pp. 237-244,
250-253
10. BALS Video –
Lesson 2:
Multiplication and
Division of Mixed
Numbers
5. solves routine or non-routine
problems involving
multiplication without or with
addition or subtraction of
fractions and mixed fractions
using appropriate problem
solving strategies and tools.
M6NS-Ib-
92.2
Math Gr. 5 p.213, Gr.
6 p. 262
28, Gr. 6 Module 36,
37
3. BEAM LG Gr. 5
Module 9, Gr. 6
Module 9
–Word Problems on
Multiplication of
Fractions
5. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
242-249
6. Mathematics for
Everyday Use Grade
6. 1999. pp. 126, 131-
133*
7. Mathematics for
Everyone Grade 5.
2000. pp. 120-121*

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2012. pp. 213-217
2012. pp. 258-265
fractions and mixed fractions.
M6NS-Ib-
93.2
7. divides simple fractions and
mixed fractions.
M6NS-Ic-
96.2
Math Gr. 6 p.273, 277
2. BEAM LG Gr. 6
Module 10
– Division of Mixed
Numbers
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
260-265
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
273-282
2012. pp. 270-282
7. BALS Video – Lesson
2: Multiplication and
Division of Mixed
Numbers

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
8. solves routine or non-routine
problems involving division
without or with any of the
other operations of fractions
and mixed fractions using
appropriate problem solving
strategies and tools.
M6NS-Ic-
97.2
Math Gr. 6 p.282, 286
41
3. BEAM LG Gr. 6
Module 10
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
266-273
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
282-289
2012. pp. 282-289
division without or with any of
the other operations of
fractions and mixed fractions.
M6NS-Ic-
98.2
10. adds and subtracts decimals
and mixed decimals through
ten thousandths without or
with regrouping.
M6NS-Id-
106.2
Math Gr. 6 p.54, 56,
60, 62
11
3. BEAM LG Gr. 6
Module on Addition
and Subtraction of
Decimals
–Addition and
Subtraction of Mixed
Decimals

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
–Subtraction of Mixed
Decimals
6. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
53-61
7. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
54-65
8. Mathematics for
Everyday Use Grade
6. 1999. pp. 159-168*
2012. pp. 50-65
10. NFE Accreditation
and Equivalency
Learning Material.
Pagdaragdag at
Pagbabawas ng
Desimal. 2001. pp.
19-21, 27-32
11. solves 1 or more steps routine
and non-routine problems
involving addition and/or
subtraction of decimals and
mixed decimals using
M6NS-Id-
108.2
Math Gr. 6 p.68
17
3. BEAM LG Gr. 6
Module on Addition
and Subtraction of
Decimals
–Word problems on
Addition and
Subtraction of
Decimals

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
5. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
64-66
6. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
68-70
7. Mathematics for
Everyday Use Grade
6. 1999. pp. 169-171*
2012. pp. 68-70
Material. Pagdaragdag
at Pagbabawas ng
Desimal. 2001. pp.
22-26
addition and/or subtraction of
decimals and mixed decimals.
M6NS-Id-
109.2
13. multiplies decimals and mixed
decimals with factors up to 2
decimal places.
M6NS-Ie-
111.3
Math Gr. 5 p. 289, Gr.
6 p.73, 76, 80, 83
38, Gr. 6 Module 15
and 6 –Multiplication
of Mixed Decimals;
Decimals through
Hundredths
4. Lesson Guide in
Elementary Math

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
Grade 6. 2005. pp.
75-78
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
80-86
6. Proded Math. 36-A:
Multiplying Decimals
7. Proded Math. 36-B:
Multiplying More
Decimals
8. Proded Math. 36-C:
Multiplying Mixed
Decimals
2012. pp. 289-293
10. Lesson Guide in
Elem. Mathematics
Grade 6. 2012. pp.
73-76, 80-86
11. NFE Accreditation
and Equivalency
Learning Material.
Multiplication and
Division of Decimals.
2001. pp. 4-16

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
14. multiplies mentally decimals up
to 2 decimals places by 0.1,
0.01,10, and 100.
M6NS-Ie-
111.4
6 p.86
2. DLP Gr. 5 Module 40
3. BEAM LG Gr. 6
Module 4
–Multiplication of
Decimals by 10 and
100, by 0.1, 0.01, and
0.001
5. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
81-84
6. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
86-89
7. Mathematics for
Everyday Use Grade
6. 1999. pp. 178-180*
2012. pp. 293-297
2012. pp. 86-89*
problems involving
multiplication of decimals and
mixed decimals including
money using appropriate
problem solving strategies.
M6NS-Ie-
113.2
Math Gr. 5 p.301, Gr.
6 p.93
3. BEAM LG Gr. 5
Module 12
4. Lesson Guide in
Elementary Math

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
Grade 6. 2005. pp.
88-91
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
93-96
6. Mathematics for
Everyday Use Grade
6. 1999. pp. 181-182*
2012. pp. 301-305
2012. pp. 93-96
Material. Multiplication
and Division of
Decimals. 2001. pp.
17-21
16. solves multi-step problems
involving multiplication and
decimals, mixed decimals and
whole numbers including
problem solving strategies and
tools.
M6NS-If-
113.3
Math Gr. 6 p.96
2. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
91-94
3. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
96-100
4. Mathematics for
Everyday Use Grade
6. 1999. pp. 182-185*

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2012. pp. 96-100
money.
M6NS-If-114
18. divides whole numbers by
decimals up to 2 decimal places
and vice versa.
M6NS-Ig-
116.3
Math Gr.5 p.310, Gr.
6 p.103, 105, 117
3. BEAM LG Gr. 6
Module 5- Division of
Decimals
and 6 –Division of
Decimals by Whole
Numbers
5. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
97-103
6. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
103-109; 117-121
7. Mathematics for
Everyday Use Grade
6. 1999. pp. 186-187*
2012. pp. 310-314
2012. pp. 103-109,

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
117-121
19. divides decimals/mixed
decimals up to 2 decimal
places.
M6NS-Ig-
116.4
Math Gr. 6 p.121
3. BEAM LG Gr. 6
Decimals
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
115-118
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
125-127
6. Mathematics for
Everyone Grade 5.
2000. pp. 162-163*
2012. pp. 314-318
2012. pp. 121-125
and Division of
Decimals. 2001. pp.
22-32
20. divides decimals up to 4
decimal places by 0.1, 0.01,
and 0.001.
M6NS-Ih-
116.5
Math Gr. 6 p.127
2. BEAM LG Gr. 6
Decimals
3. Lesson Guide in
Base 10 Blocks

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
Elementary Math
Grade 6. 2005. pp.
121-123
4. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
127-130
2012. pp. 127-130
21. divides decimals up to 2
decimal places by 10, 100, and
1 000 mentally.
M6NS-Ih-118
Math Gr. 6 p.125
2. BEAM LG Gr. 6
Decimals
3. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
119-120
2012. pp. 125-127
22. differentiates terminating from
repeating, non-terminating
decimal quotients.
M6NS-Ii-119
Math Gr. 6 p.111
–Repeating and
Terminating Decimals
3. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
105-108
4. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
111-114

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2012. pp. 111-114
problems involving division of
decimals, mixed decimals, and
problem solving strategies and
tools.
M6NS-Ii-
120.2
6 p.130
3. BEAM LG Gr. 6
Decimals
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
123-126
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
130-133
6. Mathematics for
Everyday Use Grade
6. 1999. pp. 194-195*
2012. pp. 318-321
2012. pp. 130-133
and Division of
Decimals. 2001. pp.
32-41
24. solves multi-step routine and
non-routine problems involving
division and any of the other
operations of decimals, mixed
M6NS-Ij-
120.3
Math Gr. 6 p.133
2. Lesson Guide in
Elementary Math

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
decimals, and whole numbers
including money using
Grade 6. 2005. pp.
126-129
3. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
133-136
4. Mathematics for
Everyday Use Grade
6. 1999. pp. 196-197*
2012. pp. 133-136
division without or with any of
the other operations of
money.
M6NS-Ij-
121.2
Grade 6- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of order
of operations, ratio and
proportion, percent,
exponents, and
integers.
is able to apply
knowledge of order of
operations, ratio and
proportion, percent,
exponents, and integers
in mathematical
problems and real-life
situations.
26. expresses one value as a
fraction of another given their
ratio and vice versa.
M6NS-IIa-
129
27. finds how many times one
value is as large as another
given their ratio and vice versa.
M6NS-IIa-
130
28. defines and illustrates the
meaning of ratio and
proportion using concrete or
pictorial models.
M6NS-IIb-
131
29. sets up proportions for groups
of objects or numbers and for
given situations.
M6NS-IIb-
132
2012. pp. 289-293

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
30. finds a missing term in a
proportion (direct, inverse, and
partitive).
M6NS-IIb-
133
Math Gr. 6 p.301,
304, 307
2. BEAM LG Gr. 6
Module 11
–Word Problems on
Direct, Partitive and
Inverse Proportion
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
280-283
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
301-310
6. Mathematics for
Everyday Use Grade
6. 1999. pp. 146-150*
7. Lesson Guide in
Elem. Mathematics
Grade 6. 2012. pp.
297-301
31. solves problems involving direct
proportion, partitive proportion,
and inverse proportion in
different contexts such as
distance, rate, and time using
appropriate strategies and
tools.
M6NS-IIc-
134
1. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
284-292
2012. pp. 301-310
32. creates problems involving ratio
and proportion, with
reasonable answers.
M6NS-IIc-
135
33. finds the percentage or rate or
percent in a given problem.
M6NS-IId-
142
Math Gr. 6 p.316,

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
320, 323
48, 49
– Finding the
Percentage, Rate and
Base
4. Proded Math. 37-A:
Finding Percentage
5. Proded Math. 37-B:
Finding Rate
6. Proded Math. 37-C:
Finding the Base
7. Mathematics for
Everyday Use Grade
6. 1999. pp. 198-199,
202-203
2012. pp. 345-350
2012. pp. 316-328
problems involving finding the
percentage, rate and base
using appropriate strategies
and tools.
M6NS-IId-
143
– Word Problems on
Percentage
2. Mathematics for
Everyday Use Grade
6. 1999. p. 199, 203*
35. solves percent problems such
as percent of increase/decrease
(discounts, original price, rate
of discount, sale price, marked-
up price), commission, sales
tax, and simple interest.
M6NS-IIe-
144
Math Gr. 6 p.332,
336, 340, 344
51, 52
3. BEAM LG Gr. 6
Module 17

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
313-324
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
332-347
2012. pp. 332-347
Material. Business
Math. 2001. pp. 4-7,
23-30
Material. Percentage,
Ratio and Proportion.
1998. pp. 4-8, 14-21
1: Solving Percentage
Problems
36. creates problems involving
percent, with reasonable
answers.
M6NS-IIe-
145
37. describes the exponent and the
base in a number expressed in
exponential notation.
M6NS-IIf-
146
Math Gr. 6 p.6
–Exponents
4. Lesson Guide in
Elementary Math
Grade 6. 2010. pp. 6-
9

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2012. pp. 6-9
38. gives the value of numbers
expressed in exponential
notation.
M6NS-IIf-
147
Math Gr. 6 p.9
2. DLP Gr.4 Module 32
–Expressions involving
Exponents
4. Lesson Guide in
Elementary Math
Grade 6. 2010. pp. 9-
12
2012. pp. 9-12
39. interprets and explains the
Grouping, Exponent,
Multiplication, Division,
Addition, Subtraction
(GEMDAS) rule.
M6NS-IIf-
148
DLP Gr. 6 Module 2
40. performs two or more different
operations on whole numbers
with or without exponents and
grouping symbols.
M6NS-IIf-
149
Math Gr. 6 p.13, 17,
21, 25, 28
2. BEAM LG Gr. 6
Module 1 – Order of
Operations
– Evaluating
Expressions
4. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
13-28

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2012. pp. 13-28
41. identifies real-life situations that
make use of integers.
M6NS-IIg-
150
42. describes the set of integers.
M6NS-IIg-
151
43. compares integers with other
numbers such as whole
numbers, fractions, and
decimals.
M6NS-IIg-
152
Lesson Guide in Elem.
Math Gr. 6. 2012. pp.
356-358
44. represents integers on the
number line.
M6NS-IIh-
153
Math Gr. 6 p.353
2. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
353-356
2012. pp. 353-356
Thermometer,
Alcohol, -20ᴼC to
110ᴼC
45. compares and arranges
integers.
M6NS-IIh-
154
Math Gr. 6 p.356, 358
69
3. BEAM LG Gr. 6
Module 18 –
Expression and
Integers
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
336-341
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
356-360

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2012. pp. 358-360
46. describes and interprets the
basic operations on integers
using materials such as algebra
tiles, counters, chips, and
cards.
M6NS-IIh-
155
47. performs the basic operations
on integers.
M6NS-IIi-
156
problems involving basic
operations of integers using
appropriate strategies and
tools.
M6NS-IIj-
157
Grade 6- THIRD QUARTER
Geometry demonstrates
understanding of solid
figures.
is able to construct and
describe the different
solid figures: cube,
prism, pyramid, cylinder,
cone, and sphere.
49. visualizes and describes the
different solid figures: cube,
prism, pyramid, cylinder, cone,
and sphere.
M6GE-IIIa-27
1. BEAM LG Gr. 6
Module 15
2. Mathematics for
Everyone Grade 5.
2000. pp. 188-190*
Material. Geometric
Shapes. 2001. pp. 19-
25
50. differentiates solid figures from
plane figures.
M6GE-IIIa-28
Blackboard
Triangles Set (30° x
60° and 45° x 45°)
51. illustrates the different solid
figures using various concrete
and pictorial models.
M6GE-IIIb-29
52. identifies the faces of a solid
figure.
M6GE-IIIb-30
DLP Gr. 6 Module 54
53. visualizes and describes the
different solid figures: cube,
and sphere.
M6GE-IIIc-31

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
54. identifies the nets of the
following space figures: cube,
and sphere using plane figures.
M6GE-IIIc-32
Patterns and
Algebra
demonstrates
understanding of
sequence in forming
rules, expressions and
equations.
is able to apply
knowledge of sequence,
expressions, and
equations in
mathematical problems
and real-life situations.
55. formulates the rule in finding
the nth term using different
strategies (looking for a
pattern, guessing and
checking, working backwards)
e.g.
4,7,13,16,…n
(the nth term is 3n+1)
M6AL-IIId-7
56. differentiates expression from
equation.
M6AL-IIId-15
Math Gr. 6 p.1, 3
2. BEAM LG Gr. 6
Module 18 –
Expression and
Integers
3. Lesson Guide in
Elementary Math
Grade 6. 2005. pp. 1-
3
4. Lesson Guide in
Elementary Math
Grade 6. 2010. pp. 1-
3
2012. pp. 1-5
57. gives the translation of real-
life verbal expressions and
equations into letters or
symbols and vice versa.
M6AL-IIIe-16

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
58. defines a variable in an
algebraic expression and
equation.
M6AL-IIIe-17
59. represents quantities in real-
life situations using algebraic
expressions and equations.
M6AL-IIIe-18
problems involving different
types of numerical expressions
and equations such as 7+ 9
=___ + 6.
M6AL-IIIf-19
DLP Gr. 6 Module 70,
71
61. creates routine and non-
routine problems involving
numerical expressions and
equations.
M6AL-IIIf-20
Measurement demonstrates
understanding of rate
and speed, and of
area and surface area
of plane and
solid/space figures.
is able to apply
knowledge of speed,
area, and surface area
of plane and solid/space
figures in mathematical
situations
62. calculates speed, distance,
and time.
M6ME-IIIg-
17
Material. Time. 2001.
pp. 20-33
Material. Oras. 2001.
pp. 21-35
63. solves problems involving
average rate and speed.
M6ME-IIIg-
18
64. finds the area of composite
figures formed by any two or
more of the following:
triangle, square, rectangle,
circle, and semi-circle.
M6ME-IIIh-
89
1. Circle Area
Demonstrator
2. Geoboard, 5 x
5
3. Geoboard, 11 x
11
problems involving area of
composite figures formed by
any two or more of the
M6ME-IIIh-
90

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
following: triangle, square,
rectangle, circle, and semi-
circle.
66. visualizes and describes
surface area and names the
unit of measure used for
measuring the surface area of
solid/space figures.
M6ME-IIIi-91
Math Gr. 6 p.371
2. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
371-373
2012. pp. 371-373
1. Meterstick,
plastic
2. Ruler, 12" or
30cm
3. Tape Measure,
1.5 meter
67. derives a formula for finding
the surface area of cubes,
prisms, pyramids, cylinders,
cones, and spheres.
M6ME-IIIi-92
Math Gr. 6 p.369, 381
3. BEAM LG Gr. 6
Module 16 – Surface
Area
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
348-350
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
369-371; 381-384
Sphere with 32
Movable Segments
68. finds the surface area of
cubes, prisms, pyramids,
cylinders, cones, and spheres.
M6ME-IIIi-93
1. BEAM LG Gr. 6
Area
– Surface Area on
Cube, Rectangular
Prism, Pyramid and
Cylinder

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
69. solves word problems
involving measurement of
surface area.
M6ME-IIIj-94
2. BEAM LG Gr. 6
Area
Grade 6- FOURTH QUARTER
Measurement demonstrates
understanding of
volume of solid
figures and meter
reading.
is able to apply
knowledge of volume of
solid figures and meter
reading in mathematical
situations.
70. determines the relationship of
the volume between
70.1 a rectangular prism and
a pyramid;
70.2 a cylinder and a cone;
70.3 and a cylinder and
sphere.
M6ME-IVa-95
Volume
Demonstrator Set
Includes the
following: Cylinder
and Cone Volume
Comparing Tool,
Quadrangular
Volume
Demonstrator
71. derives the formula for finding
the volume of cylinders,
pyramids, cones, and spheres.
M6ME-IVa-96
2. BEAM LG Gr. 6
Module 18 – Volume
3. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
373-381
1. Basic 3-
Dimensional
Models
2. Sphere with 32
Movable
Segments
72. finds the volume of cylinders,
pyramids, cones, and spheres.
M6ME-IVb-97
Math Gr. 6 p.394, 398
2. BEAM LG Gr. 6
– Volume of
Rectangular Prism,
Pyramid and Cylinder
4. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
394-402
2012. pp. 394-402

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
problems involving volumes of
solids.
M6ME-IVc-98
Math Gr. 6 p.402
3. BEAM LG Gr. 6
4. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
402-406
2012. pp. 402-406
surface area and volume of
solid/space figures, with
reasonable answers.
M6ME-IVc-99
75. reads and interprets electric
and water meter readings.
M6ME-IVd-
100
Math Gr. 6 p.406, 409
61
3. BEAM LG Gr. 6
Module 20 – Meter
Reading
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
385-390
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
406-412
6. Mathematics for
Everyday Use Grade
6. 1999. pp. 252-253*
1. Manipulative
Electricity
Consumption
Meter Model,
blackboard
2. Manipulative
Water
Consumption
Meter Model,
blackboard

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
2012. pp. 406-412
Material. Interpreting
Electric Meters and
Bills. 2001. pp. 5-18
1: How to Read and
Interpret the Electric
Meter
problems involving electric
and water consumption.
M6ME-IVd-
101
Math Gr. 6 p.412, 415
3. BEAM LG Gr. 6
Module 20 – Meter
Reading
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
391-397
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
412-418
6. Mathematics for
Everyday Use Gr. 6.
1999. pp. 254-255*
2012. pp. 412-418
Material. Interpreting
Electric Meters and
Bills. 2001. pp. 19-25

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
electric and water
consumption, with reasonable
answers.
M6ME-IVd-
102
Statistics and
Probability
demonstrates
understanding of pie
graphs and
experimental
probability.
is able to create and
interpret
representations of
data (tables and pie
graphs) and apply
experimental
probability in
mathematical
situations.
78. collects data on one or two
variables using any source.
M6SP-IVe-1.6
79. constructs a pie graph based
on a given set of data.
M6SP-IVe-2.6
Math Gr. 6 p.426
3. BEAM LG Gr. 6
Module 21 – Circle
Graphs
– Constructing Circle
Graph
5. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
404-408
6. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
426-430
7. Mathematics for
Everyday Use Grade
6. 1999. pp. 268-272*
80. interprets data presented in a
pie graph.
M6SP-IVf-3.6
Math Gr. 6 p.422
3. BEAM LG Gr. 6
Module 21 – Circle
Graphs
–Interpreting Circle
Graph
5. Lesson Guide in

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
Elementary Math
Grade 6. 2005. pp.
400-404
6. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
422-426
7. Mathematics for
Everyday Use Grade
6. 1999. pp. 264-265*
problems using data
presented in a pie graph.
M6SP-IVf-4.6
1. Mathematics for
Everyday Use Grade
6. 1999. pp. 265-267*
82. creates problems that can be
answered using information
presented in a pie graph.
M6SP-IVg-6
83. describes the meaning of
probability such as 50%
chance of rain and one in a
million chance of winning.
M6SP-IVg-19
84. quantifies the phrases “most
likely to happen” and “unlikely
to happen”.
M6SP-IVh-20
85. performs experiments and
records outcomes.
M6SP-IVh-21
Math Gr. 6 p.349
2. BEAM LG Gr. 6
Module 17 –
Prediction and
Outcome
3. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
350-353
Calculator, Scientific

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
MATH
EQUIPMENT
86. makes listings and diagrams
of outcomes and tells the
number of favorable outcomes
and chances using these
listings and diagrams.
M6SP-IVi-22
1. BEAM LG Gr. 6
Module 17 –
Prediction and
Outcome
87. makes simple predictions of
events based on the results of
experiments.
M6SP-IVi-23
Math Gr. 6 p.347
3. BEAM LG Gr. 6
Module 17 –
Prediction and
Outcome
4. Lesson Guide in
Elementary Math
Grade 6. 2005. pp.
328-330
5. Lesson Guide in
Elementary Math
Grade 6. 2010. pp.
347-349
problems involving
experimental and theoretical
probability.
M6SP-IVj-24
experimental and theoretical
probability.
M6SP-IVj-25

GLOSSARY
Accuracy the quality of being correct and precise.
Applying the skill of using concepts, procedures, algorithms and other mathematical constructs in practical situations and phenomena.
Communicating the use of notations, symbols, figures, equations and functions to convey mathematical ideas.
Computing the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result.
Conjecturing the skill of formulating mathematical theories that still need to be proven.
Connecting the skill of integrating mathematics to other school subjects and other areas in life.
Constructivism
the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects them to new ideas
that are encountered.
Context
a locale, situation, or set of conditions of students that may influence their study and use of mathematics to develop critical thinking and
problem solving skills.
Cooperative Learning learning that is achieved by working with fellow learners as they all engage in a shared task.
Creativity the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.
Critical Thinking
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven&
Paul, 1987).
Decision-making the skill of arriving at a choice or decision based on sound, logical procedures and mathematical analyses.
Discovery Learning learning that is achieved by allowing students to discover new ideas using their experiences (Bruner, 1961).
Estimating the skill of roughly calculating or judging a numerical value or quantity.
Experiential Learning learning that occurs by making sense of direct everyday experiences (Kolb, 1984)
Inquiry-based Learning learning that focuses on students asking questions and finding answers to their questions using their personal experiences.
Knowing and
Understanding
meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Mathematical Problem
Solving
finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Modeling the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
Objectivity
the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective
conditions.

GLOSSARY
Perseverance firmness in finishing a task despite difficulties and obstacles.
Productivity the quality of pursuing an activity to arrive at a meaningful and useful result or product.
Proving the skill of demonstrating the truth or falsity of a theory using reasoning and arguments.
Reasoning the process of explaining using sound analyses, following the rules of logic.
Reflective Learning learning that is facilitated by deep thinking.
Representing the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.
Situated Learning learning in the same context in which concepts and theories are applied.
Solving to find the answer to an algebraic or mathematical problem using any procedures and tools available.
Visualizing
using one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts
(MATHTED & SEI, 2010).

Code Book Legend
Sample: M7AL-IIg-2
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or
Specialization
Mathematics
M7
Grade Level Grade 7
Uppercase Letter/s
Domain/Content/
Component/ Topic
Patterns and Algebra AL
-
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Week Week seven g
-
Arabic Number Competency
Solves problems involving
algebraic expressions
2
DOMAIN/ COMPONENT CODE
Number Sense NS
Geometry GE
Patterns and Algebra AL
Measurement ME
Statistics and Probability SP

REFERENCES
Akihiko Takahashi, Ted Watanabe, and Makoto Yoshida. English Translation of the Japanese Mathematics Curricula in the course of Study, (Madison: Global Education
Resources L.L.C., 2008). http://ncm.gu.se/media/kursplaner/andralander/Japanese_COS2008Math.pdf
“Australian Math Curriculum,” Australian Curriculum, Assessment and Reporting Authority, accessed May 23, 2013,
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1&y=1&y=2&y=3&y=4&y=5&y=6&s=NA&s=MG&s=SP
Bureau of Elementary Education, 2002 Basic Education Curriculum, (Pasig City: Department of Education, 2002)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum Pasig City,1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning Competencies.
Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
California Department of Education, California Common Core States Standard: Mathematics (Electronic Edition), (California: Department of Education, 2013, 2014),
http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Ministry of Education Singapore, Mathematics Syllabus Primary, (Singapore: Ministry of Education, 2006).
https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/2007-mathematics-%28primary%29-syllabus.pdf
South Africa Math Curriculum, Curriculum and Policy Statement, (South Africa: Department of Basic Education, 2011),
file:///C:/Users/BLimuaco/Downloads/CAPS%20IP%20%20MATHEMATICS%20GR%204-6%20web.pdf

Math 6 Curriculum Guide rev.2016

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à Math 6 Curriculum Guide rev.2016

Similaire à Math 6 Curriculum Guide rev.2016 (20)

Plus de Chuckry Maunes

Plus de Chuckry Maunes (20)

Dernier

Dernier (20)

Math 6 Curriculum Guide rev.2016